Tick Tock Day Nursery

Tick Tock Day Nursery
Unique reference number (URN): EY268507
Address: 134 Halesowen Road, Old Hill, CRADLEY HEATH, West Midlands, B64 5LS
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/10/2003
Registers: EYR, CCR, VCR
Registered person: Tick Tock Day Nursery Ltd
Inspection report: 5 March 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have taken positive action since the last inspection to implement effective
strategies for supporting behaviour. They set high expectations for children's behaviours and
attitudes towards learning. Children typically behave well, and support is age-appropriate.
The staff team and parents and carers understand and share the ethos, positively impacting
the learning environment. Rooms feel calm, and routines help children feel secure in what is
happening next. Staff regularly praise children, and they generally correct incidents of poor
behaviour appropriately. Staff encourage children to respect others and promote a culture of
kindness and tolerance. This builds positive, warm relationships that help children feel safe.
Staff help children learn and play collaboratively with their friends. Older children enjoy turn-
taking games. For example, children play 'duck, duck, goose' in the garden. Staff ensure
that the game is inclusive for all children, including those with special educational needs
and/or disabilities. Leaders place importance on attendance and punctuality. This helps
ensure that the most vulnerable children access early education and establish positive
habits ready for school.
Children's welfare and wellbeing Expected standard
All children demonstrate that they feel happy, safe and secure in the nursery. Key-person
arrangements are effective. Children spend time with their allocated person and build
positive relationships with them. Staff are typically responsive to children's emotional needs
and offer cuddles as needed. Young babies' personal care needs are met sensitively and
with respect. Staff calmly respond to children with special educational needs and/or
disabilities. Older children demonstrate an understanding of keeping themselves safe and
healthy. They know to wash their hands before mealtimes and after playing outside. Staff
support children in managing their emotions and resolving minor conflicts with their peers.
Leaders have worked hard to improve the nutritional value of meals and snacks children
receive at nursery and at home. They work closely with parents and carers to share
knowledge about oral health and the impact of healthy food. Staff help children learn about
healthy food choices. During a walk past local grocery shops, children call out 'healthy' or
'unhealthy' when staff suggest different foods. Children have access to fresh drinking water
throughout the day. There are plenty of opportunities for children to be physically active, and
all children enjoy daily outdoor play and fresh air. This has a positive impact on children's
diets, wellbeing and future habits.
Inclusion Expected standard
Leaders have reflected on and improved their provision for children with special educational
needs and/or disabilities and other barriers to their learning since the last inspection.
Improvements have been made to the timeliness of referrals and how leaders seek support
from external experts. Leaders and staff quickly and accurately identify children's individual
needs. They work closely with other professionals, parents and carers. Staff typically

Needs attention
implement advice and strategies when needed, and they generally meet children's needs
well. For example, staff undertake training and seek support from local authority advisers.
Staff monitor each child's needs at the end of the week and amend their targets as they
change. They share relevant information across the team so that staff typically know
children well.
Leaders use early years pupil premium funding to provide healthy snacks and offer
experiences that children may not receive at home. Staff adapt activities and experiences so
that all children can enjoy and access them. For example, all children enjoy trips into the
local community. Staff consider and tailor equipment, ratios and risk assessments to reduce
barriers to learning so that all children benefit from and feel part of the nursery. This has a
positive impact on their wellbeing and promotes an inclusive culture where all children feel
like they belong. The variability in the quality of teaching affects the overall progress some of
these children make.
Achievement Needs attention
Inconsistencies in the quality of teaching affect the achievement of some children. Some
children develop age-appropriate knowledge and skills across the different areas of learning.
Before leaving for school, children communicate well enough to be understood and to
express their ideas. Generally, children listen to and follow instructions. Older children learn
skills to help keep themselves and others safe. For example, before they cross the road,
they shout, 'Stop, look left and right.' This prepares them well for their future. Babies enjoy
space to explore and develop their early physical skills, such as crawling and walking.
Children with special educational needs and/or disabilities generally achieve appropriately
from their starting points. They can express their feelings and ideas through simple
language and pointing. All children demonstrate good table manners and can sit
appropriately during mealtimes.
Curriculum and teaching Needs attention
Leaders have only recently taken action to design and improve the curriculum and teaching
across the nursery. What is now in place is ambitious and covers all areas of learning.
However, the curriculum has not been fully shared with staff, so they are not always clear on
what they intend for children's learning. The quality of teaching is not consistent across the
rooms. The leadership team has plans in place to support staff's understanding of the
curriculum and help them embed this into their teaching practice.
Staff do not always tailor their interactions and experiences to the age and stage of
development of the children present. For example, some children lack high-quality
interactions that support their knowledge and understanding. For example, quieter children
tend to play alone and are not spoken to regularly enough. This affects their overall
achievement, engagement in purposeful play and how well they are prepared for the next
stage of learning.

Some staff plan activities effectively and think carefully about what children know when
deciding what to teach first. They implement consistent routines and boundaries and provide
children with many opportunities to practise new skills and use new language. They
incorporate mathematical concepts, such as size, capacity and shape. Every child enjoys
daily outdoor play and fresh air. There are many opportunities to develop their physical skills
in the spacious and well-resourced garden area. Staff encourage children to try new tasks
for themselves and promote children's independence. This builds children's confidence and
resilience.
Leadership and governance Needs attention
Leaders have made some positive improvements since the last inspection. They are keen to
continue their journey and make decisions in the best interests of all children. They have
sought advice and support from the local authority. However, further areas for development,
particularly around the curriculum, are still being embedded into practice. Consequently, the
improvements needed in the quality of teaching have not been brought about quickly
enough.
Leaders can broadly identify their strengths and their priorities for improvement. They
regularly monitor staff's teaching practice, and staff engage in training opportunities.
However, feedback is sometimes vague and generalised, and training is not fully effective at
improving the quality of teaching. This does not help staff fully understand how to make
continual and effective improvements to their practice. This affects children's overall
progress and how well they are prepared for the next stage of learning.
Leaders engage positively with parents, carers and other professionals. Parents are
generally happy with the care their children receive. Leaders carry out regular supervision
sessions with staff, and their wellbeing is a priority. Staff report that they are happy in their
roles.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Weaknesses in the curriculum and teaching mean children do not consistently receive high-
quality learning experiences that fully prepare them for their next stage in learning. Some
children are beginning to develop a love for books, and staff introduce story time throughout
the day. However, sometimes, it is not given the highest priority and is used as a waiting
time for other practices to occur, such as nappy changes. This means children are
interrupted as they are taken out of the room, which affects how well they can follow the
story.
Children enjoy their time in nursery. There is an inclusive environment where all children feel
they belong and play. Children who face barriers to their learning receive the early and
ongoing support they may need. They make friends and build positive relationships with
staff. Children demonstrate they feel safe and happy. They generally behave well and
understand the expectations of the nursery. Structured routines help children know what is
happening next and follow instructions. Children regularly go out in the community and learn
about the wider world around them. They delight in waving to local residents as they walk.
Passers-by comment on children's positive behaviour and attitudes. This teaches children to
be kind and polite towards others.
Leaders have strengthened their relationships with families through effective two-way
communication. This helps support children's regular attendance and makes families feel
included and valued. Staff use their knowledge of the community they serve to understand
what is unique about each child. There are many activities and opportunities to help build
children's physical development. For instance, they dig in sand, climb on large apparatus
and ride bicycles. Children understand they need to take turns in the soft-play area.
Generally, they listen to instructions and wait to go down the slide one at a time. Children's

Inspectors:
Katie Rudge
Suzanne Taylor
About this setting
Unique reference number (URN): EY268507
Address:
134 Halesowen Road
Old Hill
CRADLEY HEATH
West Midlands
B64 5LS
emotional needs and wellbeing are met well. Staff are nurturing and responsive to their care
needs. They are attentive to younger children when they are tired and hungry.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
provide staff with the training and support they need to
fully understand the curriculum
22/05/2026
support staff to deliver and embed the curriculum
through high-quality interactions and teaching methods
22/05/2026
About this inspection
The inspectors spoke with leaders, staff and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Type: Childcare on non-domestic premises
Registration date: 21/10/2003
Registered person: Tick Tock Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Sandwell
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 5 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
121
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.

Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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